Sari Lindblom-Ylänne
Sari Lindblom-Ylänne
Full Professor, University of Helsinki
Vahvistettu sähköpostiosoite verkkotunnuksessa helsinki.fi - Kotisivu
NimikeViittauksetVuosi
Tutkimuksen voimasanat
S Ronkainen, L Pehkonen, S Lindblom-Ylänne, E Paavilainen
WSOYpro, 2011
8372011
How approaches to teaching are affected by discipline and teaching context
S Lindblom‐Ylänne, K Trigwell, A Nevgi, P Ashwin
Studies in Higher education 31 (03), 285-298, 2006
6722006
The effect of pedagogical training on teaching in higher education
L Postareff, S Lindblom-Ylänne, A Nevgi
Teaching and teacher education 23 (5), 557-571, 2007
6012007
Epistemologies, conceptions of learning, and study practices in medicine and psychology
K Lonka, S Lindblom-Ylänne
Higher education 31 (1), 5-24, 1996
3931996
Variation in teachers' descriptions of teaching: Broadening the understanding of teaching in higher education
L Postareff, S Lindblom-Ylänne
Learning and Instruction 18 (2), 109-120, 2008
2652008
A follow-up study of the effect of pedagogical training on teaching in higher education
L Postareff, S Lindblom-Ylänne, A Nevgi
Higher Education 56 (1), 29-43, 2008
2552008
Individual ways of interacting with the learning environment—are they related to study success?
S Lindblom-Ylänne, K Lonka
Learning and instruction 9 (1), 1-18, 1998
2181998
Students' approaches to learning and their experiences of the teaching–learning environment in different disciplines
A Parpala, S Lindblom‐Ylänne, E Komulainen, T Litmanen, L Hirsto
British Journal of Educational Psychology 80 (2), 269-282, 2010
1822010
Self-, peer-and teacher-assessment of student essays
S Lindblom-ylänne, H Pihlajamäki, T Kotkas
Active learning in higher education 7 (1), 51-62, 2006
1492006
Consonance and dissonance in descriptions of teaching of university teachers
L Postareff, N Katajavuori, S Lindblom‐Ylänne, K Trigwell
Studies in Higher Education 33 (1), 49-61, 2008
1312008
UNIVERSITY TEACHERS’CONCEPTIONS OF GOOD TEACHING IN THE UNITS OF HIGH-QUALITY EDUCATION
A Parpala, S Lindblom-Ylänne
Studies in Educational Evaluation 33 (3-4), 355-370, 2007
1222007
The effect of study strategies on learning from text
K Lonka, S Lindblom-YlÄnne, S Maury
Learning and Instruction 4 (3), 253-271, 1994
1161994
University students’ and teachers’ conceptions of teaching and learning in the biosciences
V Virtanen, S Lindblom-Ylänne
Instructional Science 38 (4), 355-370, 2010
1152010
Tiede ja teksti
S Kniivilä, S Lindblom-Ylänne, A Mäntynen
Tehoa ja taitoa tutkielman kirjoittamiseen. Helsinki: WSOY, 2007
107*2007
From reflection to action? Barriers and bridges between higher education teachers’ thoughts and actions
K Mälkki, S Lindblom-Ylänne
Studies in Higher Education 37 (1), 33-50, 2012
1012012
Emotions and confidence within teaching in higher education
L Postareff, S Lindblom-Ylänne
Studies in Higher Education 36 (7), 799-813, 2011
1012011
The significance of practical training in linking theoretical studies with practice
N Katajavuori, S Lindblom-Ylänne, J Hirvonen
Higher Education 51 (3), 439-464, 2006
992006
Dissonant study orchestrations of high-achieving university students
S Lindblom-Ylänne, K Lonka
European journal of psychology of education 15 (1), 19, 2000
922000
Spontaneous study strategies and the quality of knowledge construction
V Lahtinen, K Lonka, S Lindblom‐Ylänne
British Journal of Educational Psychology 67 (1), 13-24, 1997
901997
Exploring alternative ways of assessing prior knowledge, its components and their relation to student achievement: A mathematics based case study
T Hailikari, A Nevgi, S Lindblom-Ylänne
Studies in Educational Evaluation 33 (3-4), 320-337, 2007
892007
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Artikkelit 1–20